华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2023, Vol. 41 ›› Issue (11): 27-37.doi: 10.16382/j.cnki.1000-5560.2023.11.003

• 专题：元宇宙教育 • 上一篇    下一篇

从知识共享到知识共创：教育元宇宙的去中心化知识观

翟雪松1,2, 楚肖燕1, 顾建民1, 李艳1, 王会军3   

  1. 1. 浙江大学教育学院，杭州 310058
    2. 杭州国际城市学研究中心浙江省城市治理研究中心，杭州 311121
    3. 浙江省教育技术中心，杭州 310063
  • 出版日期:2023-11-01 发布日期:2023-10-27
  • 基金资助:
    国家社会科学基金教育学重大项目“新发展阶段教育促进共同富裕研究”（VFA220003）

From Knowledge Sharing to Knowledge Co-creation: A Decentralized View of Knowledge in the Education Metaverse

Xuesong Zhai1,2, Xiaoyan Chu1, Jianmin Gu1, Yan Li1, Huijun Wang3   

  1. 1. College of Education, Zhejiang University, Hangzhou 310058, China
    2. Hangzhou International Urbanology Research Center & Zhejiang Urban Governance Studies Center, Hangzhou 311121, China
    3. Education Technology Center, Department of Education of Zhejiang Province, Hangzhou 310063, China
  • Online:2023-11-01 Published:2023-10-27

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摘要：

随着以语义网络、群体智能为特征的Web3.0时代的到来，教育元宇宙成为了新一代互联网革命下的重要探索议题，深刻影响着未来教育知识的生产和传播。探究教育元宇宙背景下知识观的革新，既是厘清教育元宇宙内涵的必要工作，也是构建更高质量、更加公平教育服务体系的必然要求。本研究基于“技术—社会互构论”视角，解构了教育元宇宙去中心化的特征要素和技术基础，分析了教育元宇宙知识观的技术—社会二元性。本研究面向拔尖创新人才培养、教育优质均衡发展和教育评价改革三个现实问题，探讨了教育元宇宙的技术特点和社会的教育需求，通过对知识生产、传播和应用的流程再造，充分赋能教育教学过程中的去中心化知识共创。同时，教育元宇宙也是一种相对的去中心化的知识观，仍然需要中心机构以合适的方式在教育生态、课堂教学和知识组织上发挥恰当的作用。对去中心化的教育元宇宙知识观予以理性、批判的探究，能为进一步推动新一代“互联网+教育”发展提供参考。

关键词: 教育元宇宙, 去中心化, 知识观, 知识共创

Abstract:

With the advent of Web3.0 era characterized by semantic network and swarm intelligence, educational metaverse have become the exploration topic of future education under the new generation of Internet revolution, which will profoundly affect the future knowledge dissemination and knowledge production in education. Exploring the innovation of knowledge concept in the context of educational metaverse is not only necessary to clarify the connotation of educational metaverse, but also an essential requirement to build a higher quality and more equitable education service system. From the perspective of technology-society interconstructionism, the current research elaborated the decentralised characteristics and technological basis of the education metaverse. Oriented to three realistic problems of cultivating top innovative talents, quality and equitable development of education and education evaluation reform, the study uncovered the technological-social duality of education metaverse from the decentralised concept of knowledge. Combining the technological characteristics and the educational needs of society, the education metaverse effectively empowers decentralised knowledge co-creation in the process of knowledge production, dissemination and application. However, the knowledge concept of the education metaverse is a relative decentralisation, which still requires central institutions to play an appropriate role in the education ecology, classroom teaching and knowledge organization. A rational and critical investigation of the decentralised knowledge concept of the educational metaverse provides a reference for further promoting the high-quality and balanced development of education driven by the “Internet + Education”.

Key words: education metaverse, decentralisation, concept of knowledge, knowledge co-creation